international baccalaureate program at woodbury
TRANSCRIPT
International BaccalaureateProgram at Woodbury
Connecting the
PYP and MYP
•Implementation Timeline
PYP: Boulevard, Lomond, Mercer go through IB Authorization
MYP: Woodbury, Middle School, High School file application for Candidate Status
MYP: file Application for Authorization
MYP: go through Authorization Visitation
Spring 2012
April 2012
Spring 2015
Spring 2013
Fall 2014
PYP: Fernway, Onaway go through IB Authorization
BOTH PROGRAMS
• Learner Profile (Knowledgeable, Risk-Takers,
Communicators, Inquirers, Thinkers, Caring, Balanced, Principled, Open-Minded, Reflective)
• Promotes International Mindedness and Global Thinking
• 2nd Language Acquisition
• Promotes common teacher planning time
• Consistency of units taught by all teachers
• Promotes community service and action
• Inquiry based learning
• Approaching units through a global context
• Assessing students on their achievement along a continuum
• Deemphasizes final grades/letter grades
•Similarities between PYP and MYPWhat’s going to look familiar?
PRIMARY YEARS PROGRAM
• Transdisciplinary Themes• Who We Are
• Where We Are in Place and Time
• How We Express Ourselves
• How the World Works
• How We Organize Ourselves
• Sharing the Planet
• Transdisciplinary units written across all subjects
• 2nd language exposure
• 6 transdisciplinary units per year
• Global Contexts• Identities & Relationships
• Orientation in Space & Time
• Personal & Cultural Expression
• Scientific & Technical Innovation
• Fairness & Development
• Globalization & Sustainability
• Subject specific units written individually by content area
• 2nd language acquisition• Chinese
• French
• Spanish
• Latin
• German
• Units based around content clusters
•Differences between PYP and MYP
MIDDLE YEARS PROGRAM
What’s going to look different?
PRIMARY YEARS PROGRAM
• Central Idea
• Lines of Inquiry
• Transdisciplinary Skills• Thinking skills
• Social skills
• Communication skills
• Self-management skills
• Research skills
• Key Concept
• Statement of Inquiry
• Approaches to Learning skills• Organization
• Collaboration
• Communication
• Information literacy
• Reflection
• Thinking
• Transfer
•Differences between PYP and MYPUnit Structure
MIDDLE YEARS PROGRAM
What’s going to look different?
PYP structure at Shaker’s K-4 buildings
5th grade is typically a part of PYP (this does not work with Shaker’s school structure)
MYP structure at Woodbury, Middle School, High School (grades 9-10)
•5TH GRADE – BRIDGING THE GAPThe MYP “zero year”
Reinforcement of Learner Profile attributes
Introduction to Global Contexts
Teacher collaboration on unit writing; common learning experiences and assessments
Increased intensity of language instruction in 6th grade
Next year we will hopefully be an authorized school!!
•What will you see next year?
Thank you for supporting us on our journey to become an IB World School!
WOODBURY OVERVIEW
Typical Day of a 5th Grader
Arrival
Approximately 410 5th
grade students arrive at 8:25
Students enter the building from the outside door nearest their homeroom
Morning
Students start reading or complete bell work in their homeroom from 8:25-8:45. PA announcements are shared at this time.
Team Structure
Unlike 4th grade with one primary teacher, your child will have two core content (Language & Lit, Individuals & Societies, Science & Math) teachers.
The classrooms are across the hall from one another which allows smooth transition from each class.
The New Common Core Standards
The standards are designed to be robust and relevant to the real world, reflecting the knowledge and skills that students will need to be successful in college and careers.
Teachers have been working diligently this year on the instructional shifts that are occurring in the curriculum— CPT, TBT, IB.
Period Time
1 8:48 – 9:45 Math or Language Arts
2 9:48 – 10:45 Math or Language Arts
3 10:48 – 11:45 Specials, Science or Social Studies
4 11:48 – 12:45 Lunch/Recess(two 27 minute intervals)
5 12:48 – 1:45 Science or Social Studies
6 1:48 – 2:45 Specials, Science or Social Studies
Woodbury Bell ScheduleStudent Entry Time 8:25 AM
Tardy Bell – 8:35 AM
Dismissal – 2:53 PM
Schedule
8:48 Math (Mrs. Amazing)
9:48 Language Arts (Mr. Fantastic)
10:48 Specials (Art, Chinese, Computer, Music, PE, Science Lab)
11:48 Lunch/Recess
12:48 Social Studies (Mrs. Amazing)
1:48 Science (Mr. Fantastic)
2:53 Dismissal
Dismissal
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http://www.all4ed.o
School Day ends at 2:53
After school clubs meet Tuesdays, Wednesdays & Thursdays and end at 3:50
Why RtI?
Milk Carton Derby
Communication Tips
Planner
Progress Book
Friday Folders
Woodnet
DOUG MYLES
Language and Literature Courses At Woodbury
Language and Literature Courses At Woodbury
Enriched Language Arts & Language Arts focus on differentiation to maximize student performance.
In addition to required reading students will complete independent reading.
Narrative, Persuasive and Research writing emphasized as required by the learning standards
Language and Literature Courses At Woodbury
All students will be administered the MAP assessment this Spring.
The MAP score on the placement criteria rubric for Woodbury was determined because it correlates with the 95%tile. Results are one data point for placement.
JEN WEISBARTH
MARIE O’LEARY -STARK
Math Courses At Woodbury
Placement: Math & Measures of Academic Progress(MAP)
All Woodbury students will be administered the Measures of Academic Progress (MAP) assessment this Spring.
Results are one data point for placement.
The Measures of Academic Progress (MAP) score on the placement criteria rubric for Woodbury was determined because it correlates with the 95%tile.
Math Courses at Woodbury
Currently, all math students at Woodbury use the same textbook series (5th – enVision; 6th- Connect Math Project CMP)
All courses cover the Common Core State Standards
Courses will be rigorous (application, conceptual, procedural) Rigor does not just mean more work!
Teachers will continue to differentiate instruction to meet the needs of students in the classrooms.
We will continue to challenge all of our students, in all levels, to think critically, to discover math concepts, and to be in charge of their own learning.
Math Courses at Woodbury continued
We want to make sure that students have a solid foundation and have mastered all necessary learning objectives in order to be successful math students at Woodbury and beyond.
The math standards have changed and the level of rigor within the standards will create a challenging classroom environment.
MARK LENCZEWSKI
Placement Guidelines At Woodbury
Enriched Math
Entering 5th Grade
CONSIDERATIONS
Grade 4 Math performance
Grade 4 Teacher input
CRITERIA
MAP math - Target score of 232
Standards for Student Mathematical Practices Observation Tool with target score of 36-40
MAP reading-Target score of 220
EXPECTATIONS
Willingness to be an independent and self-directed learner
Demonstrates self motivation for independent projects and study
Willingness to write in math class by explaining/justifying answers
Demonstrates fluency with fraction and decimal computation, and conceptual understanding of place value and
perseverance with problem solving skills
SHAKER HEIGHTS CITY SCHOOLS DISTRICTEnriched Math – Grade 5
Placement Guidelines
Enriched Language Arts (ELA)
Entering 5th Grade
CONSIDERATIONS
Grade 4 English/Language Arts performance
Grade 4 Guided Reading Level
Grade 4 Teacher input
CRITERIA
Using a provided writing prompt, create a well-crafted extended essay within given amount of time provided in
class with target score of 22-26
MAP – Target score of 225
EXPECTATIONS
Willingness to be an independent and self-directed learner
Demonstrates self motivation for independent projects and study
Willingness to complete an at or above grade level independent book every 3-4 weeks
Willingness to read and comprehend reading assignments up to 20 pgs. per night
Able to write a comprehensive summary of what was read
Able to craft a response to a prompt and reading assignment following a rubric
Consistently edits and revises work-individually and with a peer
Able to participate in a range of conversations within a group, following the basics of oral communication
SHAKER HEIGHTS CITY SCHOOLS DISTRICTEnriched Language Arts – Grade 5
Placement Guidelines
Our Aspirations:
Excellence • Equity • Exploration
Our Mission:
The District will nurture, educate, and graduate students who are civic-minded and prepared to make
ethical decisions; who are confident, competent communicators, skillful in problem solving, capable
of creative thinking; who have a career motivation and a knowledge of our global and
multicultural society.
Our Vision:Shaker is the first-choice school district for all students.
Our Core Values:We believe:
Each student is valued.Every student must succeed.Diversity makes us stronger.Breadth of experience is vital.Fiscal responsibility is essential.We are all accountable.